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A MANUAL AND OUTLINE 
FOR THE TEACHING 

OF 

AGRICULTURE 




IN THE ELEMENTARY 
SCHOOLS OF OREGON 



By J. A. CHURCHILL 

Superintendent of Public Instruction 



1922 



Salem, Oregon : 

State Printing Department 

1922 



553 



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FOREWORD '^ 



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For many j^ears agriculture has been one of the recognized subjects of 
instruction in the eighth grade of the elementary school system of Oregon. 
In recognition of this, standard texts have been adopted from time to time 
by the state textbook commission and reeou)mended for use to teachers 
handling the^ subject. 

Experience has shown that few teachers have made the necessary effort 
to prepare themselves properly for teaching elementary agriculture. Occa- 
sionally one may be found possessing a live interest in rural affairs and 
having a natural preference for those details which are closely related to 
farm life. The very large majority of country school teachers have neither 
the training or inclination to lead tlieir pupils successfully in a study which 
is so foreign to their own experience. 

To enable such teachers to take the standard text adopted by the state 
textbook commission and use it erficiently, the following sug;,'ested outline 
has been prepared for their gufdance. It will he of assistance to high 
school instructors who are conducting classes in the elementary teachers' 
training classes. It contains the essentials that elementary teachers must 
know in order to properly handle the course during the year 1922-23. No 
examination in agriculture will be required cf eighth grade pupils prior to 
1923. It is proposed that teachers applying for certification in May and 
June, 1923, and afterwards, will take the examination in agriculture on 
questions based upon this outline. Ample time is thus afforded for teachers 
without sufficient preparation to become familiar with this subject before 
the necessity of facing the examination arises, and a distinct advantage 
will be gained by the teaching expei'ience of the preceding year. 

This outline was prepared by Mr. E. E. Elliott, state director for voca- 
tional education, to whom we wish to express our grateful acknowledgment. 

J. A. CHURCHILL, 
Superintendent of Public Instruction. 

SCOPE OF THE OUTLINE 

This outline is based on the approved text. Davis' "Productive Farming," 
and in reality constitutes a brief manual for the aid of teachers. While 
the text is an excellent presentation of the practical phases of agriculture, 
it is necessarily quite general in character and not altogether adapted to 
western conditions. This outline aims to adjust the text more nearly to 
the variable conditions found in each local community. It is apportioned 
on the basis of thirty-two weeks, which is the minimum time based on the 
eight months' term of school. This time distribution is suggestive only 
and will necessarily vary greatly in different schools and under the inclina- 
tions of different teachers. The inexperienced teacher, however, will do 
well to follow it somewhat closely. One week has been allowed for review 
and examination. 

For those who feel competent the outline may be followed in what is 
termed the seasonal method. By this is meant the taking up of certain 
subtopics at the season when they may be studied to the best advantage. 

The review questions should always be used following the completion of 
each assignment. The teacher should keep future lesson assignments con- 
stantly in mind and plan and prepare the various exercises in advance so 
that they may be ready when needed. The sprouting of seeds, the develop- 
ment of root hairs, the incubation of insect pests and similar exercises 
should all be anticipated and made ready in ample time. 

While this outline follows closely the recommended text, teachers should 
learn in time to use it merely as a basis for more extended study and 
classwork. 

As a further aid to the teacher in working up the lessons under each 
topic, several complete arttHmes-ba- ve ' beon -' p yefiajCid, which may be used as 
models. These are mer ;ly slii88^W©&i«a)ttaHR8S intended to be followed 
in their entirety. •■ -civ"-: 



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Suggestions for a Text Outline of Davis' 
** Productive Farming" 



OUTLINE OF TOPICS 

Using the table of contents the text has l^een divided into twenty-four 
sections, each to be covered by one week or more of study. Certain topics 
in the text, like cotton, tobacco, and sweet potaloes, are omitted entirely. 
Each of these sections will be handled as a topic and the time used upon 
it may be limited or extended as the subject is of importance or the interest 
of the pupils may justify. 

This arrangement of subject matter is prepared to correspond with the 
table of contents as given in the approved text, Davis' "Productive Farm- 
ing." The relative importance of each topic is indicated by the amount of 
time suggested for its study. This will doubtless vary in different sections 
of the state according to the local conditions and interests. Teachers 
should make an effort to familiarize themselves with local agricultural 
conditions and adapt the classwork accordingly. 

1. The Structure and Physiology of Plants. 

Chapter I, Divide this topic into at least five lessons. Two weeks 
may be spent profitably upon it. For method see suggested treatment 
for Lesson 1. Time : one week. 

2. Plant Improvement ; Seeds. 

Chapter II. Five lessons. At the outset start germination tests as 
shown on page 27. If possible secure small magnifier for the study of 
seeds. Use all the suggested exercises. Time allowed, at least one 
week. 

3. Producing Plants Without Seeds. 

Chapter III. Five lessons. Emphasize the methods necessary to 
propagate the fruits of local importance. Time: one week. U. S. 
Farmers' Bulletin No. 157 is very helpful. 

4. How Soils Are Formed. 

Chapter IV. This topic is important and should be supplemented by 
an observation trip to study the origin of local soils. The formative 
forces on page 45 can be made very interesting. Time : one week. 

5. Characteristics of Different Kinds of Soils. 

Chapter V. Lay stress upon the differences in soils, ranging from 
coarse sand to swamp peat. The text does not supply enough exercises 
for this chapter, and teacher should supplement these. Time : one week. 

6. Soil Moisture. 

" Chapter VI. This topic can' best be handled in the laboratory where 
conditions can be controlled, rather than by field observation. Use 
exercises on pages 63 and 64. The mulch test should be conducted out 
of doors, if weather conditions will permit. Time : one week. 

7. Land Drainage. 

Chapter VII. In some sections this topic is of slight importance. 
Where rainfall is heavy and where irrigation is practiced it can be 
studied to advantage. What drainage does should be emphasized. 
Time : one week or less. 



8. Soil Improvemeut. 

Chapter YIII. Taking the four kinds of improvement suggested on 
page 72. discuss tliis topic solely from the standpoint of the practical 
methods followed by the ordinary farmer : good tillage, stable manures, 
improvement crops, the use of lime, and, last, commercial fertilizers. 
Time: two weeks. 

9. Systems of Cropping. 

Chapter IX. The distinction between special and general farming can 
be noted in every section of Oregon. The advantages and disadvantages 
of each system should be the basis of this study. Rotation is easily 
studied on the farms of the neighborhood. This topic calls for con- 
siderable field study and can not be handled successfully otherwise. 
Time : one week. 

10. Farm Crops. 

Chapter X. The classification of crops as given on page 97 should be 
closely adhered to in discussing. The topic logically follows that 
studied in the preceding chapter. The great importance of forage crops 
is the key to chapter X. Be sure to have pupils secure samples of all 
that may be found in the surrounding country. Time : one week. 

11. Alfalfa. 

Chapter XI. The great importance of alfalfa in the agriculture of 
Oregon must not be overlooked. Western counties will devote less time 
to the topic than those where alfalfa has come to be the leading forage 
crop. Time: one week. 

12. Corn. 

Chapter XIII. The study of cotton has been entirely omitted but the 
value of corn as an Oregon crop is of sufficient importance to justify 
a full week of study. Material is always available. The topic affords 
a splendid opportunity for germination tests and the study of conditions 
necessary to improve and preserve seed. Time : two weeks. 

13. Wheat. 

Chapter XIV. This great bread crop is of such importance that it 
should be studied by every pupil. In some counties wheat is the main 
crop, and tliere are few places in the state where it is not grown. Even 
in these the study can be made most interesting by an exhibit of types, 
varieties, maps showing the wheat area, and pictures of harvesting 
operations. Germination tests are fascinating. If a flouring mill is 
in the vicinity take the pupils through it and learn how flour is 
produced. Time: one week. 

14. Other Special Grain Crops; Oats, Barley, Rye, Flax. 

Chapter XIV. A day to each of these crops is none too much. All of 
them figuie largely in the agriculture of the state. Samples of grains 
and of the manufactures produced from flax would be very helpful. 
In each case methods of cultivation and the use of the crop should be 
emphasized. Time: one week. 

15. Potatoes. 

Chapter XV. The potato crop is of such universal importance that it 
should receive full study. Divide the chapter into at least eight lessons 
and have jmpils bring in samjiles of varieties for study and experiment. 
It would be wise to discuss the topic at some season, either in the fall 
or spring, when field observation can be made. Omit extended study 
of sweet potatoes except for the sake of comparison, as they are rarely 
grown in the state. Time: two weeks. 



16. Trees. 

Chapter XVII. It will be noted that tobacco is omitted from this out- 
line. If the teacher feels competent, the study of trees and their influ- 
ence on agriculture may be made most interesting to the ordinary 
grade pupil. Tree seeds and plantings, varieties, effect on climate, 
uses of timber, etc., all have value for study. Have samples of 
different woods brought, especially cross sections as suggested on page 
187. Ornamental planting around homes should not be forgotten. 
Time: one week. 

17. Gardening and Garden Crops. 

Chapter XVIII. Since gardening is one of the pliases of agriculture in 
which pupils in the grades have been successfully interested through 
the agency of club work, it should be studied quite thoroughly. The 
assistance of tlae local club leader can be used to good advantage in 
this connection. It is suggested that the topic be scheduled for the 
early spring season. A hotbed might not be practicable, but seeds can 
be started successfully in the schoolroom or at home. This general 
topic should be extended through a period of from two to three weeks 
according to the conditions and inclination of the teacher. Time 
minimum : two weeks. 

IS. Fruit Growing. 

Chapter XIX. There are very few sections of Oregon where some form 
of fruit growing is not possible. The teacher should be posted on the 
local possibilities and be governed by these. Topic 2 on Plant Propaga- 
tion should be reviewed. The study should take the pupils out fre- 
quently for observation. The text is well arranged to cover this 
subject. On account of its importance, full time is suggested. Time: 
two weeks. 

19. Insects : Beneficial and Injurious. 

Chapter XX. Make definite and clear the habits of life and structure 
of insects and the difference in their habits of feeding. On these two 
facts depends the prolilem of control over those considered injurious to 
plant life. If handled at the proper season much interest can be 
aroused liy having students collect insects, cocoons, or caterpillars. 
Follow directions for killing and preserving as found on pages 238 and 
2.S9. Get the Experiment Station Bulletins from O. A. C. describing 
means of insect control. It will be easy to absorb the time allowed — 
two weeks. 

20. Diseases of Plants. 

Chapter XXI. Distinguish clearly between insect pests and diseases of 
plants. This is not always understood. Show that spraying may or 
may not control both. The teacher who has studied biology will find it 
of great help in handling this topic. Time: one week. 

21. Domestic Animals ; Horses. 

Omit Chapter XXII, except as a reading lesson, and take up Chapter 
XXIII. The distinctions between breeds are difficult to teach under 
ordinary circumstances and study should be limited to a few of the 
best known. Stress the study of the horse, his points, habits and 
characteristics. Care and management should be studied as well as 
inspection and judging. The help of some good local horseman should 
be secured if possible. Time : one week. 

22. Domestic Animals ; Cattle. 

Chapter XXIV. What has been said about breeds of horses holds also 
with cattle. Lay more stress on type and purpose. Be sure of the 
definitions of parts. The score cards given on pages 291 and 292 are 
useful for fixing points in the minds of the pupils. Time : one week. 



23. Domestic Animals ; Sheep, Goats, and Swine. 

Chapters XXV and XXVI. It is suggested that more importance should 
be given to such animals as are more common in the communitj'. More 
attention may be given to breeds than should be done with horses or 
cattle. Do not fail to bring the pupils in direct contact with the 
animals being discussed. Time: one week. 

24. Poultry Production. 

Chapter XXVII. Fortunately this chapter is comprehensive and needs 
little analysis. The importance of poultry management is generally 
recognized. The topic should be handled thoroughly. The grade fowl 
is rapidly passing and breeds are usually distinct ; therefore, study 
breeds and their relation to production. Have pupils bring individual 
fowls to school for judging. Time : two weeks. 

If time permitted, the remaining chapters in the text may be studied 
with profit but they may be left out without loss. Bees are a specialty, 
feeds and feeding is rather abstruse for grade pupils, and the remaining 
chapters are not elementary in their treatment of the subjects included. 
Table XIII, beginning on page 408, which contains suggestions to teachers 
for additional exercises and projects, should be kept constantly in mind in 
connection with this outline. 



SUGGESTED TREATMENT OF TOPIC 

I. Topic: THE STRUCTURE AND PHYSIOLOGY OF PLANTS 

Lesson division of topic — • 

1. Study of parts of plants. 

2. Study how plants breathe. 

3. Study how plants get water. 

4. Study how plants get food. 

5. Study how plants produce flowers and seeds. 

LESSON 1.— Pages 8 to 10— LEAF STRUCTURE 
Subject Matter and Method 

(1) Definition of parts of the plant. Illustrate with growing specimens 
showing entire plant, including flower and seed. 

a. Roots. — Their purpose, appearance, manner of growth. Root 

hairs — Use demonstration as shown on page 9. (Material for 
this should be prepared ten days previously, but specimens can 
often be secured on roots of wheat or other plants carefully 
washed.) 

b. Stems. — Their uses and functions. Use exercise, page 10. 

c. Leaves. — Work of leaves. Explain their service to the whole plant. 

If time permits prepare demonstration as shown in Fig. 36, 
showing escape of moisture from leaves. 

XI. Topic: ALFALFA 

Lesson division of topic — 

1. The value of alfalfa and its uses. 

2. Seeding and cultivating. 

3. Inoculation. 

4. Cutting the crop for hay. 

5. Feeding and marketing. 

6 



LESSON 3 — Page 112 — Supplement this by reference to U. S. Farmers' 

Bulletin No. 339. 

Subject Matter and Method 

(1) Procure a specimen alfalfa plant by digging carefully so as not to 

disturb the roots. Find the nodules on the roots and explain their 
presence. 

(2) Explain germ life in this connection and show how it is transmitted. 

(3) Do not fail to connect up the question of soil fertility with the bac- 

terial growth. 

XXI. Topic: DOMESTIC ANIMALS— THE HORSE 

Lesson division of topic — 

1. How have domestic animals been produced? 

2. Types of horses and draft breeds. 

3. General purpose and light horse breeds. 

4. Care and management of horses. 

5. Inspection and judging of horses. 



LESSON 5— Pages 271 to 273— INSPECTION AND JUDGING 

Subject Matter and Method 

(1) Secure a horse for study; any kind will serve for purposes of study. 

Better ask the assistance of some local farmer or horseman. Pupils 
should be sure of their knowledge of terms and definitions as applied 
to the animal. Examine for defective vision, hearing, bad teeth. 
Look for defects, diseases, scars and blemishes. 

(2) Exercise the horse in order to observe lameness or peculiarities of 

action. Note the breathing. 

(3) Study the temperament. 

(4) Follow the inspection by score card judging in order to fix the points 

brought out in this study. 



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